Document Type
Article
Publication Date
8-4-2026
Persistent Identifier
http://hdl.handle.net/10950/5141
Abstract
Military-affiliated student centers have become common features of higher education institutions serving veterans, active-duty service members, and military-connected students. Despite their growing presence, these centers are often institutionally positioned and evaluated primarily through administrative and compliance functions related to federal education programs. This framing risks overlooking the broader developmental and engagement functions these environments can provide for adult learners transitioning from military to academic contexts. Drawing on organizational support theory, social exchange theory, and belonging frameworks in higher education, this Perspectives essay proposes a conceptual reframing of military-affiliated student centers as institutional support environments rather than transactional service units. Institutional support environments communicate organizational care, facilitate integration into the academic community, and shape individuals’ perceptions of institutional commitment. When understood through this lens, military-affiliated centers can be seen as spaces that foster belonging, encourage engagement, and support discretionary behaviors that strengthen institutional communities. This reframing has implications for how institutions structure, resource, and evaluate military-affiliated centers, shifting attention from administrative throughput toward their potential role in cultivating engagement and institutional connection among military-affiliated students. The essay concludes by outlining directions for research and practice that examine how intentionally designed support environments may influence engagement behaviors and student success outcomes in higher education.
Comments
This article, published by SAGE Journals, is licensed under a Creative Commons CC BY 4.0 license. For more details, see: https://creativecommons.org/licenses/by/4.0/